This study considers the impact of playing a video game on EFL students. Specifically, this study looks at how video gameplay impacts students' listening comprehension skills and how it encourages students to develop flow experiences in the classroom. Data about this impact was collected through a quasi-experimental mixed methods research design. The experimental group played a video game while the control group did not. Data was collected about this intervention via three instruments: a pretest and posttest, a flow experience questionnaire, and interviews with participants. This pretest-posttest results analysis showed that both the experimental group and the control group showed significant improvement in their listening comprehension skills. Even though there was no significant difference between the improvements of the two groups, there was a greater increase in listening comprehension skills with the experimental group than with the control group. Also, the questionnaire results revealed that this video gameplay contributed to participants developing flow experiences. This flow experience showed numerous interesting insights about the participants and the learning environment. Finally, this study discusses how video game use can benefit the language-learning situation. It also considers how language-learning situations can be integrated with video gameplay.